Universidad Pedagógica Nacional Francisco Morazán

CLass 1/2019
MSc Oscar Sobalbarro
Dear student, at this point you have conducted your first focus group. While oral instruction has
been provided during class, you will find that following this guideline here to guide your reflection
on what your group has done will provide this first experience with the right amount of correction
needed. This will make the exercise much more significant and your learning much more solid.
Gather the research group and go over the reflection guide and discuss it.
Share your findings orally in the researchers focus group
Write down your own reflection * individually, each member of the research group, and present it
to me, as a whole
Reflection guide for the focus group
Focus Group Interviews
 Participants Carefully recruited  Exercise mild unobtrusive
 5 to 10 people per group, 6-8 control
preferred. Practice 2  Adequate knowledge of topic
 Similar types of people  Appears like the participants
 Repeated groups  Use an assistant moderator
 Environment  Handles logistics
 Comfortable  Takes careful notes
 Circle seating  Monitors recording equipment
 Tape recorded  Be mentally prepared
 Moderator  Alert and free from distractions
 Skillful in group discussions  Has the discipline of listening?
 Uses pre-determined questions  Familiar with questioning route
 Establishes permissive  Use purposeful small talk
environment  Create warm and friendly
 Analysis and Reporting environment
 Systematic analysis  Observe the participants for
 Verifiable procedures seating
 Appropriate reporting  arrangements
 Moderator Skills  Make a smooth & snappy
 Select the right moderator introduction
Standard introduction
 Welcome  Ground rules
 Overview of topic  First question

 Use pauses and probes  Control reactions to

 5 second pause participants
 Probes:  Verbal and nonverbal
 "Would you explain further?"  Head nodding
 "Would you give an example?"  Short verbal responses
 "I don't understand."  (avoid "that's good",
 Record the discussion "excellent")
 Tape recorders  Use subtle group control
 Written notes  Experts
 Dominant talkers
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
 Shy participants  Ramblers
Use appropriate conclusion
Three Step Conclusion
1. Summarize with confirmation,
2. Review purpose and ask if anything has been missed,
3. Thanks and dismissal

First Steps with Focus Group Studies

1. Decide whether focus groups are appropriate
2. Decide who to involve
3. Listen to your target audience
4. Put your thoughts in writing

Bulleted Outline
 Welcome  share their views
 Introduce moderator and  Rules for cellular phones and
assistant pagers if applicable. For
 Our topic is ... example: We ask that
 The results will be used for ...  your turn off your phones or
 You were selected because ... pagers. If you cannot and if
 Guidelines you must respond to a
 No right or wrong answers,  call, please do so as quietly as
only differing points of view possible and rejoin us as
 We're tape recording, one quickly as you can.
person speaking at a time  My role as moderator will be to
 We're on a first name basis guide the discussion
 You don't need to agree with  Talk to each other
others, but you must listen
respectfully as others
Opening question
Generic Questions. These questions could be used for practice focus groups to
allow moderators a chance to lead the discussion, for assistants to take field notes
and provide oral summaries. You may want to have five to seven people in each
focus group and then sitting slightly back from the table could be a number of
assistant moderators.

Example #1
1. How have you been involved in _____?
2. Think back over all the years that you've participated and tell us your fondest
memory. (The most enjoyable memory.)
3. Think back over the past year of the things that (name of organization) did.
What went particularly well?
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
4. What needs improvement?
5. If you were inviting a friend to participate in (name of organization), what would
you say in the invitation?
6. Suppose that you were in charge and could make one change that would
make the program better. What would you do?
7. What can each one of us do to make the program better?
Other suggestions
1. How and when do you use XXXX?
2. Tell me about positive experiences you've had with XXXX?
3. Tell me about disappointments you've had with XXXX?
4. Who or what influences your decision to purchase a particular type of XXXX?
5. When you decide to purchase XXXX, what do you look for? Take a piece of
paper
and jot down three things that are important to you when you purchase XXXX?
6. Let's list these on the flip chart. If you had to pick only one factor that was most
important to you, what would it be? You can pick something that you mentioned or
something that was said by others.
7. Have you ever changed brands or types of XXXX? What brought about the
change?
8. Of all the things we've talked about, what is most important to you?
Focus Group Interviewing --- Richard Krueger
Note Taking
Note taking is a primary responsibility eloquently express a particular point
of the assistant moderator of view. Place name or initials of
The moderator should not be speaker
expected to take written notes during after the quotations. Usually, it is
the discussion. impossible to capture the entire
Clarity and consistency of note taking quote. Capture
Anticipate that others will use your as much as you can with attention to
field notes. Field notes sometimes are the key phrases. Use three periods ...
interpreted days or weeks following to
the focus group when memory has indicate that part of the quote was
faded. Consistency and clarity are missing.
essential. Field notes contain different Key points and themes for each
types of information It is essential that question
this information is easily identified and Typically, participants will talk about
organized. Your field notes will several key points in response to
contain: each
Quotes question. These points are often
Listen for notable quotes, the well identified by several different
said statements that illustrate an participants.
important Sometimes they are said only once
point of view. Listen for sentences or but in a manner that deserves
phrases that are particularly attention. At
enlightening or
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
the end of the focus group the
assistant moderator will share these
themes with
Follow-up questions that could be asked
Sometimes the moderator may not
follow-up on an important point or
seek an
example of a vague but critical point.
The assistant moderator may wish to
follow-up with these questions at the
end of the focus group.
Big ideas, hunches, or thoughts of the
recorder
Occasionally the assistant moderator
will discover a new concept. A light
will go
on and something will make sense
when before it did not. These insights
are
Systematic Analysis Process
1.
 Start while still in the group
 Listen for inconsistent
comments and probe for
understanding
 Listen for vague or cryptic
comments and probe for
understanding
2. Immediately after the focus group
 Draw a diagram of seating
arrangement
 Spot check tape recording to
ensure proper operation
 Conduct moderator and
assistant moderator debriefing
3. Soon after the focus group--within hours analyze individual focus group.
 Make back-up copy of tapes
and send tape to
transcriptionist for computer
 entry if transcript is wanted
participants for confirmation.
helpful in later analysis.
Other factors
Make note of factors which might aid
analysis such as passionate
comments,
body language, or non-verbal activity.
Watch for head nods, physical
excitement,
eye contact between certain
participants, or other clues that would
indicate level
of agreement, support, or interest.
Consider using a standardized
recording form
 Consider asking each
participant a final preference
question
 Offer a summary of key
questions and seek
confirmation
 Note themes, hunches,
interpretations, and ideas
 Compare and contrast this
focus group to other groups
 Label and file field notes, tapes
and other materials
 Analyst listens to tape, reviews
field notes and reads transcript
if available
 Prepare report of the individual
focus group in a question-by-
question format
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
 with amplifying quotes  focus group
 Share report for verification
with other researchers who
were present at the
4. Later--within days analyze the series of focus groups
 Compare and contrast results  Construct typologies or
by categories of individual diagram the analysis
focus groups  Describe findings and use
 Look for emerging themes by quotes to illustrate
question and then overall

5. Finally, prepare the report

 Consider narrative style versus
bulleted style
 Use a few quotes to illustrate
 Sequence could be question
by question or by theme
 Share report for verification
with other researchers
 Revise and finalize report

Focus Group Analysis Tips

When analyzing focus group data consider...
.
WORDS
 Think about both the actual  determine the degree of
words used by the participants similarity between these
and the meanings of those responses
 words. A variety of words and
phrases will be used and the
analyst will need to
 .
CONTEXT
 Participant responses were triggered by a stimulus--a question asked by the
moderator or a comment from another participant. Examine the context by
finding the triggering stimulus and then interpret the comment in light of that
environment. The response is interpreted in light of the preceding discussion
and also by the tone and intensity of the oral comment.
INTERNAL CONSISTENCY
 Participants in focus groups change and sometimes even reverse their
positions after interaction with others. When there is a shift in opinion, the
researcher typically traces the flow of the conversation to determine clues
that might explain the change.
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
FREQUENCY OR EXTENSIVENESS
 Some topics are discussed more by participants (extensiveness) and also
some comments are made more often (frequency) than others. These topics
could be more important or of special interest to participants. Also, consider
what wasn't said or received limited attention. Did you expect but not hear
certain comments?
INTENSITY
 Occasionally participants talk about a topic with a special intensity or depth
of feeling. Sometimes the participants will use words that connote intensity
or tell you directly about their strength of feeling. Intensity may be difficult to
spot with transcripts alone because intensity is also communicated by the
voice tone, speed, and emphasis on certain words. Individuals will differ on
how they display strength of feeling and for some it will be a speed or
excitement in the voice whereas others will speak slowly and deliberately.
SPECIFICITY
 Responses that are specific and based on experiences should be given
more weight than responses that are vague and impersonal. To what
degree can the respondent provide details when asked a follow up probe?
Greater attention is often placed on responses that are in the first person as
opposed to hypothetical third person answers.
FINDING BIG IDEAS
 One of the traps of analysis is not seeing the big ideas. Step back from the
discussions by allowing an extra day for big ideas to percolate. For
example, after finishing the analysis the researcher might set the report
aside for a brief period and then jot down the three or four of the most
important findings. Assistant moderators or others skilled in qualitative
analysis might review the process and verify the big ideas.

Focus Group Interviewing

The Old Fashioned Analysis Strategy:
Long Tables, Scissors and Colored Marking Pens
Equipment needed:
Two copies of all transcripts
Scissors
Tape
Lots of room with long tables and possibly chart stands
Large sheets of paper (flip charts, newsprint paper, etc.)
Colored marking pens
Stick-on notes
1. Prepare your transcripts for analysis
. You will save time and agony later if you are
careful in preparing your transcripts. Be sure they follow a consistent style. For
example, single spaced comments and double spaced between speakers. The
comments of the moderator should be easily identifiable by bolding, caps, or
underlining.
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
2. Make two copies of each transcript
One will be used to cut up and the other one
stays intact for later reference.
TIP: Consider printing transcripts on different colors of paper and color
coding by audience type, category, etc. For example, teenagers are on blue paper
and parents on green paper. Or use colored marking pens, highlight pens, or stick
on notes to identify quotes that are cut out.
3. Arrange transcripts in an order
It could be in the sequence in which the groups were conducted, but more likely it
will be by categories of participants or by some demographic screening
characteristics of participants (users, non-users and employees, or teens, young
adults and older adults, etc.). This arrangement helps you be alert to changes that
may be occurring from one group to another.
4. Read all transcripts at one sitting
This quick reading is just to remind you of the
whole scope and to refresh your memory of where information is located, what
information is missing, and what information occurs in abundance.
5. Prepare large sheets of paper.
Use a large sheet of paper for each question (sometimes several questions are
integrated together into a theme). Place the large sheets on chart stands, on a long
table or even on the floor. Identify the question or theme at the top of the sheet. If
you have several categories of groups you might draw lines to divide the paper into
sections and then group comments within these sections. For example, on one part
of the page you might place comments from teen focus groups, in another place
there will be comments from parent focus groups, and in a third place there will be
comments from teacher focus groups.
6. Cut and tape
Read responses to the same question from all focus groups. Cut out
relevant quotes and tape them to the appropriate place on the large sheet of paper.
Look for quotes that are descriptive and capture the essence of the conversation.
Sometimes there will be several different points of view and you can cluster the
quotes around these points of view. The quality and relevance of quotes will vary.
In some groups you might find that you can use almost all quotes, but in other
groups there will be few useable quotes. Set the unused quotes aside for later
consideration. Also remember that some comments are better placed in other
sections, such as when an individual gets "off topic" and responds to a different
question.
TIP: Develop a strategy for documenting the source of the quote. Later you may
want to go back and examine the context of a particular discussion and this
source information will be vital. You could use colored markers, stick-on notes, or
a coding letter or number to represent the source of the comments. For example,
you might use different colors of highlighter marking pens and use a specific
color for each category of respondents. Draw a vertical line from top to bottom of
each page of the transcript. Then when you cut up this transcript that color will be
present as a marker for the source. Or, you use a code number for each group
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
and place that code number at the end of every quote in the transcript.
7. Write a statement about the question
Look over the quotes and prepare an
overview integrating paragraph that describes responses to that question. A
number of possibilities may occur. For example, you might be able to compare and
contrast differing categories, you might have a major theme and a minor theme,
you might discuss the variability of the comments, or even the passion or intensity
of the comments. Following the overview paragraph, you may need several
additional paragraphs describing sub-sets of views or to elaborate on selected
topics. When you are finished, to on to the next question.
8. Continue until all transcripts are reviewed
Some analysts like to prepare the descriptive summary immediate after the quotes
for a question are placed on the large
sheet of paper, but other analysts like to wait until all sheets are filled before
writing. The benefit of delay is that it allows you to rearrange quotes to places
where they really belong.
9. Take a break
Get away from the process for a while. Refocus on the big picture.
Think about what prompted the study. It's easy to get sidetracked into areas of
minor importance. Be open to alternative views. Be skeptical. Look over the pile of
unused quotes. Think big picture. Invite a research colleague to look over your
work and offer feedback.
10. Prepare the report
Systematic Notification Procedure
1. Set meeting times for group interviews
2. Contact potential participants by phone or in person
3. Send a written personalized invitation
4. Phone (or contact) each person the day before the focus group
Selection Strategies
List Food
Piggyback Gifts
On location Positive, upbeat invitation
Nominations Opportunity to share opinions
Snowball samples Enjoyable, convenient and easy to
Random telephone screening find meeting location
Screening and selection services Involvement in an important research
Ads in newspapers and bulletin project
boards Build on existing community, social or
Incentives for Participation personal relationship
Money

Transcribing Focus Group Interviews

 Use quality play-back  The typist should avoid tape
equipment players with small speakers
and awkward buttons.
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro
 Earphones might be equipment that can be
considered. obtained. If possible, use
 Focus group interview tapes equipment with a tape speed
always have background noise control and foot operated back
and participants will speak with space.
different tones and voice levels  Minimize distractions
therefore, these tapes will  Type transcripts in a place with
require concentration and the minimal distractions or
best quality play-back interruptions

Identify moderator statements

Use bold print for the moderator's statements and questions. If possible, type the
name of each speaker followed by his or her comment. Single space the
comments and double space between speakers.

Type comments word for word

In real life people do not talk in complete sentences and when typing the
transcripts avoid the temptation to add or change the words, correct the grammar,
etc. If some of the words are unintelligible then type three periods ... to indicate that
words are missing from the transcript.

Note special or unusual sounds that could help analysis

For example, if there is laughter, loud voices, shouting, etc. be sure that these are
noted in the transcript in parenthesis. Make note if someone was interrupted.

Allow sufficient time

Typically, it takes about eight hours to type one hour of tape. But the time will vary
with typist speed, the quality of the tape recording, the length of the session, the
experience of the typist with focus groups, and the complexity of the topic.

Reporting Focus Group Results

 Use a communications strategy

Rather than thinking of "a report", think of what type of communication strategy is
needed. A variety of reports might be used to keep people informed. Consider: e-
mail messages, postcards, phone calls, bulleted summaries, selected quotes,
moderator comments, mid-project or final project reports, personal visits by
members of the research team, etc.
 Use an appropriate reporting style that the client finds helpful and meets
expectations
 Ask users what kind of report would be helpful to them. What information
are they
looking for? What are the expectations and traditions of reports within the
organization?
 Universidad Pedagógica Nacional Francisco Morazán
CLass 1/2019
MSc Oscar Sobalbarro

 Strive for enlightenment

Reports should raise the level of understanding of the client. The purpose is more
to enlighten and convey new insights as opposed to repeating common knowledge
which is already known by the sponsor of the study.

 Make points memorable

Help client remember the key points by limited the number of points you highlight.
Too many points diminish overall impact. Begin with most important points and
follow with lesser important points.

 Use narrative or bulleted format

Written reports can follow either a narrative format or a bulleted format. Don't
surprise the client with a format different from what was expected.

 Give thought to the oral report

Oral reports should be brief, clear and concise. In addition, oral reports should
allow opportunity for questions, indicate why the study is important and why the
findings are meaningful, begin with the most important findings, and engage the
listener in an active manner.

Bibliography
 Readers wishing further information on
focus groups and qualitative research
 procedures may wish to consult the
following references.
 Debus, Mary. (1990).
 Handbook for excellence in focus group
research
 . Washington,
 D.C.: Academy for Educational
Development.
 Glaser, Barney, G. & Strauss, Anselm L.
(1967).
 The discovery of grounded theory:
 Strategies for qualitative research.
 New York: Aldine De Gruyter.
 Greenbaum, Thomas L. (1998).
 The handbook for focus group research.
 Thousand
 Oaks, CA: Sage.
 Guba, Egon G. and Lincoln, Yvonna S.
(1990).
 Fourth generation evaluation
 . Newbury
 Park, CA: Sage.
 Hayes, Thomas J. & Tatham, Carol B.
(Eds.). (1989).
 Focus group interviews: A
 reader
 . (2nd ed.) Chicago: American Marketing
Association.
 Krueger, Richard A. (1998).
 Developing questions for focus groups
 . Thousand Oaks,
 CA: Sage.
 Krueger, Richard A. (1998).
 Moderating focus groups
 . Thousand Oaks, CA: Sage.
 Krueger, Richard A. (1998).
 Analyzing and reporting focus group
results
 . Thousand
 Oaks, CA: Sage
 Krueger, Richard A. & Casey, Mary Anne
(2000). (Third edition)
 Focus groups: A
 practical guide for applied research
 . Thousand Oaks, CA: Sage.
 Krueger, Richard A. & King, Jean A.
(1998).
 Involving community members in focus
 groups.
 Thousand Oaks, CA: Sage.
 Merton, Robert K., Fiske, Marjorie, &
Kendall, Patricia L. (1990). (Second
edition)
 The
 focused interview
 . New York: The Free Press.
 Morgan, David L. (1997).
 Focus groups as qualitative research
 Universidad Pedagógica Nacional Francisco Morazán
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MSc Oscar Sobalbarro
 . Newbury Park, CA:
 Sage.
 Patton, Michael Q. (1990).
 Qualitative evaluation and research
methods
 . (Second
 edition) Newbury Park, CA: Sage.
 Tesch, Renata (1990).
 Qualitative research: Analysis types and
software tools
 . New
 York: Falmer.
 Vaughn, Sharon et al. (1996).
 Focus group interviews in education and
psychology.
 Thousand Oaks, CA: Sage